The didactic approach of knowledge aims at emphasizing the importance of giving proper treatment to the different contents
that make up a teacher’s plan in order to equip his/her practice, as well as cover distinct categories integrating reality and
understanding. Some kinds of contents cater to the active construction of capacities that operate with symbols, ideas,
images, and representations that will allow the assignment of meaning to reality. From the least to the most complex
perceptions, learning happens through a continuous process of coming and going, advancements and retreats upon which
learners build tentative ideas, that are then amplified, modified, getting closer and closer to what is really accurate. The
construction of some of these ideas might not be immediate, it will take them longer to be ready since hypothesis elaboration
and original expression also rely on personal conditioning. The data offered refers to content which is: